scholarly journals Determinants In The Choice Of Comprehensible Input Strategies In Science Classes

2011 ◽  
Vol 8 (1) ◽  
pp. 1-18
Author(s):  
Crisanta Comia Buri
Keyword(s):  
Teaching And Learning ◽  
English Language ◽  
Poor Performance ◽  
Medium Of Instruction ◽  
The Poor ◽  
Comprehensible Input ◽  
Filipino Students ◽  
And Mathematics ◽  
Science Classes ◽  
Bilingual Education Policy

The Bilingual Education Policy, which was launched in 1974 and revised in 1987, has resulted in the limited exposure of Filipino learners to the English language. This is because the policy reversed previous policies and stipulates that in only two content area subjects, namely, Science and Mathematics is English to be used as medium of instruction. The limited exposure to English has been cited as one of the reasons for the declining proficiency in English of Filipino students since the promulgation of the policy (Gonzales, 1986). On the other hand, the use of English as medium of instruction in cognitively demanding subjects such as science and mathematics has also been given as the reason for the poor showing of students and even teachers themselves in nationwide tests in Science (Maminta, 1985). The overall downtrend in student achievement as evidenced by the poor performance on all of the tests has given rise to two issues concerning the policy. First, is the language for initial literacy and the second is the medium of instruction in science and mathematics. These language issues are crucial in as much as language is the primary vehicle of expression and thought exchange in the classroom. Teaching and learning are in fact language tasks carried out largely by means of verbal interaction between teacher and students (Bellack, et al 1966). The exchange of ideas between students and teachers is largely done through language as they talk about concepts in science, mathematics and other content areas.

Sustaining the Implementation of Dual-Language Programme (DLP) in Malaysian Secondary Schools

2019 ◽  
Vol 7 (1) ◽  
pp. 91-97
Author(s):  
Ashairi Suliman ◽  
Mohamed Yusoff Mohd Nor ◽  
Melor Md Yunus
Keyword(s):  
Secondary Schools ◽  
Teaching And Learning ◽  
Dual Language ◽  
English Language ◽  
Jel Classification ◽  
Student Perspective ◽  
Mathematics Students ◽  
Programme Implementation ◽  
Policy Makers ◽  
And Mathematics

Objective - The implementation of Dual-Language Programmes (DLP) in the teaching and learning of Science and Mathematics is an initiative under the ‘Upholding the Malay Language and Strengthening the English Language’ (MBMMBI) policy. Though it has some similarities with the previous policy known as ‘English for the Teaching of Science and Mathematics’ (PPSMI), its execution is idiosyncratic in its own way. Since its inception in 2016, the programme has entered its third cycle involving students in primary and secondary schools in Malaysia. The curiosity to scrutinise the programme implementation has led to this study. The study aims to investigate the execution of this programme and to assess its sustainability. Methodology/Technique – Gleaning through the students’ language capabilities, attitudes, teachers’ support and acceptance of the programme, the study uses a questionnaire with open-ended questions and focus group discussions to unravel the aforementioned issues. 1,530 students from secondary schools across Malaysia were selected as the respondents of this study. Findings - The results reveal findings that may represent a measure on the direction of this programme. Looking from the student perspective, the challenges confronted in addition to those put forward may further serve as an indicator for the sustainability of the program. Novelty – This study infers how the programme can be further enhanced in terms of its implementation in its fourth year since inception. The findings of this study may assist policy makers in shaping the direction of the programme. Type of Paper: Empirical. Keywords: Dual-Language Programme (DLP); Sustainability; Science and Mathematics; Students; Policy and Programme Implementation. JEL Classification: A20, A23 A29.

English Medium of Instruction in Multilingual Science Classes: Teaching Science or Language?

2021 ◽  
Vol 4 (1) ◽  
pp. 44-59
Author(s):  
Dor Prasad Bhandari
Keyword(s):  
Science Teachers ◽  
Teaching And Learning ◽  
Teaching Science ◽  
Kathmandu Valley ◽  
Medium Of Instruction ◽  
English Medium Of Instruction ◽  
Science Classes ◽  
Depth Interviews

English medium of instruction in multilingual science classes: teaching science or language? is an attempt to identify the effects, methods, and approaches of teaching science in English medium of instruction in Multilingual (ML) science classes. The article is prepared on the basis of in-depth interviews taken with science teachers who are teaching science in multilingual classes. Three science teachers are selected purposively from different three (English Medium Instructions) EMI schools of Kathmandu valley. After taking the interview it was transcribed, coded, and generated the theme. Based on the themes generated it was found that the EMI is important for teaching and learning but it is not everything. Similarly, it was found that the teaching of science is not similar to teaching the grammar structures, and always not possible to use English as a medium of making the concept clear of theoretical ideas of science.

scholarly journals UNRAVELING THE POWER OF TEACHERS’ COMPETENCY AND TEACHING STYLES IN CURRICULUM IMPLEMENTATION: A PERSPECTIVE OF ENGLISH LANGUAGE AS A MEDIUM OF INSTRUCTION

2021 ◽  
Vol 8 (8) ◽  
Author(s):  
Anne Nipher Olieba ◽  
Ronald Kikechi
Keyword(s):  
Primary Schools ◽  
Teaching And Learning ◽  
English Language ◽  
Curriculum Implementation ◽  
Teaching Styles ◽  
Target Population ◽  
Primary Data ◽  
Medium Of Instruction ◽  
Head Teachers ◽  
Local Dialect

<p>The language policy in Rwanda states that English is the medium of Instruction (MOI) to be used in the Education system following the 2008 Language shift. However, this change in the MOI brought about extreme challenges to both Rwandan teachers and learners. Moreover, the extensive day to day usage of Kinyarwanda, the local dialect, has greatly inhibited the use of English. This has adversely obstructed the use of the English language as a MOI and the curriculum implementation for over 20 years hence adversely affecting the teaching and learning process. The proficiency of the teachers who are meant to teach in the MOI is quite questionable; many realize the need to learn English while teaching or risk unemployment. As such, this study purposed to examine the teacher competency and teaching styles in use of English as a MOI in facilitating  curriculum implementation in rural primary schools in Rwanda. Guided by the inter language theory and the Discrepancy theory, the study applied a descriptive survey research design. With a target population of 3,269, the study entailed a sample of 1470 randomly selected learners from Primary 4 to Primary 6, teachers and head teachers from 21 schools. The study used questionnaires, interviews, and observation to collect primary data. The study found that the teachers’ competency in using English language as MOI had significant influence on curriculum implementation in rural primary schools in Muhanga district and in the entire republic of Rwanda. The teaching styles factors positively and significantly influence the use of MOI in curriculum implementation when other factors are held constant.</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0807/a.php" alt="Hit counter" /></p>

scholarly journals Emergence and Development of a Research Area in Language Education Policies: Our Contribution to Setting the Grounds for a Local Perspective on Policymaking

HOW ◽  
2021 ◽  
Vol 28 (3) ◽  
pp. 119-133
Author(s):  
Carmen Helena Guerrero-Nieto ◽  
Álvaro Hernán Quintero-Polo
Keyword(s):  
Literature Review ◽  
Research Group ◽  
Teaching And Learning ◽  
English Language ◽  
Language Education ◽  
Research Area ◽  
National Plan ◽  
Education Policies ◽  
Critical Studies ◽  
Bilingual Education Policy

This article presents our narration of the emergence and development of a research area about the teaching and learning of the English language in Colombia and the creation of a research group named Critical Studies of Colombian Education Policies. The narration includes a description of the bilingual education policy in Colombia and a literature review of how the themes Different Shades of the Colombian National Plan of Bilingualism and Theoretical and Practical Concerns over Bilingualism have been addressed by authors of local journals, such as How, Profile, Íkala, and Colombian Applied Linguistics Journal, in the issues published from 2008 to 2020. The description and literature review link the life stories of our growth as teachers and researchers as related to the research area and research group mentioned above. A final part of the narration refers to our contributions to the ELT field in Colombia through the following two themes: Dimensions of Language Policies: A Political Discourse Perspective and Making Teachers’ Agency Relevant: Bottom-up Approaches to the Study of Language Education Policies.

scholarly journals ELEMENTOS PREDICTORES DEL RENDIMIENTO MATEMÁTICO EN ESTUDIANTES DE EDUCACIÓN SECUNDARIA OBLIGATORIA

2018 ◽  
Vol 22 (3) ◽  
Author(s):  
Jesús Miguel Muñoz Cantero ◽  
María Alicia Arias ◽  
María Dorinda Mato Vázquez
Keyword(s):  
International Organizations ◽  
Structural Equation ◽  
Teaching And Learning ◽  
Direct Relationship ◽  
Structural Equation Models ◽  
Poor Performance ◽  
Teacher Attitude ◽  
The Other ◽  
Predictor Variables ◽  
The Poor

Resumen:El estudio de las actitudes hacia las matemáticas ha propiciado la realización de numerosas investigaciones orientadas a identificar dichas actitudes y a desarrollar instrumentos para su medida. Por otro lado, los resultados de las evaluaciones de organismos internacionales ponen de manifiesto el bajo rendimiento de los estudiantes en las matemáticas. A partir de una muestra de 2549 alumnos de Educación Secundaria Obligatoria, siguiendo los modelos de ecuaciones estructurales, se ha propuesto un modelo basado en dos escalas: “Actitud del profesor percibida por el alumno” (APPA) y “Agrado y utilidad de las matemáticas” (AUM) de Mato y Muñoz (2008), y se ha analizado mediante análisis de regresión múltiple (paso a paso) su relación con el rendimiento académico medido a través de la calificación del curso pasado. Los resultados muestran una relación directa de las dos escalas entre sí, confirmándose la importancia de éstas como variables predictoras sobre el rendimiento. Por lo tanto, la “Percepción que tienen los estudiantes del profesor de matemáticas” y el “Agrado y utilidad de las matemáticas” pueden influir de manera determinante en el proceso de enseñanza y de aprendizaje, así como en los resultados académicos adquiridos. Abstract:The study of attitudes towards mathematics has led to the realization of numerous investigations aimed at identifying these attitudes and developing instruments for its measurement. On the other hand, the results of evaluations of international organizations highlight the poor performance of students in Mathematics. From a sample of 2549 students of Secondary Education, following structural equation models, we have proposed a model based on two scales: teacher attitude as perceived by the student (APPA) and utility and value of mathematics in the future (AUM) by Mato y Muñoz (2008), and analyzed by multiple regression analysis (stepwise) its relationship to academic performance. The results show a direct relationship between the two scales, confirming their importance as predictor variables on performance. Therefore, “The perception that students have of Mathematics teacher” and the “Utility and value of Mathematics” can have a decisive influence on the process of teaching and learning, as well as in the acquired academic results.

scholarly journals Intervening Strategies to Cope with the Challenges of the Medium of Instruction of Instruction

2019 ◽  
Vol 3 (4) ◽  
pp. p312
Author(s):  
Eustard Rutalemwa Tibategeza
Keyword(s):  
Teaching And Learning ◽  
English Language ◽  
Professional Communication ◽  
Medium Of Instruction ◽  
Large Classes ◽  
Course Content ◽  
Lecture Method ◽  
Basic Course ◽  
The Impact ◽  
Basic English

English is a medium of instruction in higher learning institutions in Tanzania. Some institutions put in place some strategies to help students improve their English. This paper is a result of the study conducted at Archbishop Mihayo University College of Tabora. The objectives of the study were to assess the impact of the Basic English course on the students’ English, to scrutinise the course contents and to analyse the teaching methods and techniques to see if they help students to outshine in the English language. The study employed questionnaire, interview, focus group discussions and documentary review as instruments of data collection. The findings indicate that Basic English course has not helped students to improve their English for academic and professional communication and the course content is beyond what ought to be included in a basic course. It was further established that due to large classes, Basic English course is taught through lecture method, which does not give the students an opportunity to interact. The paper recommends that a serious review for Basic English course be done and be taught by qualified staff with appropriate teaching and learning materials in manageable groups to allow meaningful interaction and language usage.

scholarly journals Exploring Models in the Biology Classroom

2016 ◽  
Vol 78 (1) ◽  
pp. 35-42 ◽  
Author(s):  
Caleb M. Bryce ◽  
Vikram B. Baliga ◽  
Kristin L. De Nesnera ◽  
Duran Fiack ◽  
Kimberly Goetz ◽  
...  
Keyword(s):  
English Language Learners ◽  
Teaching And Learning ◽  
English Language ◽  
National Standards ◽  
Biological Research ◽  
Learning Tools ◽  
Next Generation ◽  
And Mathematics ◽  
Problem Solvers ◽  
K 12

Models are simplified representations of more complex systems that help scientists structure the knowledge they acquire. As such, they are ubiquitous and invaluable in scientific research and communication. Because science education strives to make classroom activities more closely reflect science in practice, models have become integral teaching and learning tools woven throughout the Next Generation Science Standards (NGSS). Although model-based learning and curriculum are not novel in educational theory, only recently has modeling taken center stage in K–12 national standards for science, technology, engineering, and mathematics (STEM) classes. We present a variety of examples to outline the importance of various types of models and the practice of modeling in biological research, as well as the emphasis of NGSS on their use in both classroom learning and assessment. We then suggest best practices for creating and modifying models in the context of student-driven inquiry and demonstrate that even subtle incorporation of modeling into existing science curricula can help achieve student learning outcomes, particularly for English-language learners. In closing, we express the value of models and modeling in life beyond the classroom and research laboratory, and highlight the critical importance of “model literacy” for the next generation of scientists, engineers, and problem-solvers.

scholarly journals The Impact of Using Code Alternation in Teaching Life Science to English First Additional Language learners in South African Schools

2020 ◽  
Vol 9 (6) ◽  
pp. 175
Author(s):  
Mzamani Johannes Maluleke ◽  
Ernest Kwesi Klu ◽  
Vincent N. Demana
Keyword(s):  
South African ◽  
Teaching And Learning ◽  
English Language ◽  
Medium Of Instruction ◽  
The South ◽  
Learning And Teaching ◽  
Code Mixing ◽  
Teaching Life ◽  
The Government ◽  
The Impact

The study aimed at investigating the extent to which English is used as a medium of teaching and learning Life Sciences in a South African rural high school. As the government has given recognition to the country’s multilingual, multi-ethnic and multicultural composition, School Governing Bodies are mandated to choose any of the eleven official languages as a medium of instruction (RSA, Act 108 of 1996), but the power of deciding which language to use as a medium of instruction has been taken by teachers to shield their own shortcomings. To be able to explore and understand the prevailing situation, the researchers employed a qualitative design which translated into researchers observing classes, evaluating learners’ written texts and interviewing the teachers as methods of collecting data. The findings are that: first, learners’ and teachers’ proficiency levels in English are very low, as such, the English language is not a pivot of learning and teaching in the South African education system. This emanates from the fact that although in theory the majority of the South African schools have adopted English as a medium of instruction, in practice, this is far from the truth as teachers employ code alternation in the form of code switching, code mixing and sentence translation as viable means of scaffolding the learning of content subjects.

scholarly journals Students’ Inclination towards English Language as Medium of Instruction in the Teaching of Science and Mathematics

2011 ◽  
Vol 18 ◽  
pp. 353-360 ◽  
Author(s):  
Wan Rosmanira Ismail ◽  
Zainol Mustafa ◽  
Nora Muda ◽  
Norkisme Zainal Abidin ◽  
Zaidi Isa ◽  
...  
Keyword(s):  
English Language ◽  
Medium Of Instruction ◽  
And Mathematics

scholarly journals AN EVALUATION OF FACTORS THAT CONTRIBUTETO ENGLISH SECOND LANGUAGE ACQUISITION IN THE UPPER PRIMARY PHASE OF AN URBAN SCHOOL IN NAMIBIA: A CASE STUDY

2016 ◽  
Vol 7 (2) ◽  
pp. 1218-1224
Author(s):  
Ms. Aletta Mweneni Hautemo ◽  
Mr. Lukas Homateni Julius
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Teaching And Learning ◽  
English Language ◽  
School Context ◽  
Urban School ◽  
Medium Of Instruction ◽  
English Language Acquisition ◽  
English Second Language

Majority of Namibian learners are not native speakers of English, that is, they barely speak English in their homes. Yet English is the medium of instruction in many Namibian schools. Many Namibian learners therefore face the double challenge of acquiring the English as the language of teaching and learning (Medium of Instruction) and at the same time developing the appropriate reading and writing proficiency needed to meet the requirements of the curriculum. This situation has created numerous teaching and learning problems which ultimately contribute to poor literacy levels among many Namibian learners.This paper focuses on language acquisition and literacy. It explores factors that contributes to effective English language acquisition as well as investigate and evaluate how the school context supports English language acquisition of the Upper Primary learners at an urban school in Namibia. Since the study targeted young learners, it has covered their reading skills, reading tools and resources such as the library and classroom which provides a rich learning environment. A qualitative interpretive approach was used to explore the factors that contribute to effective learners English second language acquisition. The theoretical framework was informed by Krashens conception of acquisition (1981; 1982). Data collection methods consisted of questionnaires and interviews were used. The findings indicated that the provision of well-structured classroom activities containing comprehensible input structures a bit beyond the learners current level and a low affective filter to allow them to acquire the second language easily. Moreover, error-based activities help learners to test hypothesis, revise and modify them and in the process develop good language awareness skills that help them to acquire and learn the language consciously. This paper suggests that a good supporting environment for reading, which is scaffold by enough assistance by the teachers and peers helps learners develop good language acquisition and learning skills.

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